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All Journal Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Teks: Jurnal Penelitian Bahasa, Sastra, dan Pengajarannya E-Dimas: Jurnal Pengabdian kepada Masyarakat ETERNAL: English Teaching Journal Jurnal Manajemen Pendidikan (JMP) Pendas : Jurnah Ilmiah Pendidikan Dasar SALEE: Study of Applied Linguistics and English Education Language and Education Journal Prosiding Seminar Nasional Pascasarjana Andragogi Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan dan Sosial Humaniora
Ngasbun Egar
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Jurnal Pendidikan dan Sosial Humaniora

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Telaah Kritis Kurikulum 1973 Kurikulum Proyek Perintis Sekolah Pembangunan (PPSP), Kurikulum 1975 (Kurikulum Sekolah Dasar) dan Kurikulum 1984 Arry Widyanti; Andria Sari; Asih Umi Kholifah; Memik Nor Fadilah; Munirotun Munirotun; Umi Royani; Ngasbun Egar
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 5 No. 2 (2025): Juni : Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v5i2.5966

Abstract

The development of curriculum in Indonesia reflects the dynamic interplay of social, political, and national education policy shifts over time. This study aims to analyze and compare the 1973 Pilot Project for the Developmental School (PPSP) Curriculum, the 1975 Curriculum, and the 1984 Curriculum, focusing on their historical background, content, implementation, evaluation, and relevance to current educational contexts. Using a descriptive-critical approach, this research is based on literature review of curriculum documents, education policies, and expert opinions. The findings reveal that each curriculum embodies distinct characteristics aligned with the national development agenda and prevailing educational paradigms of its time. The 1973 PPSP Curriculum emphasized experimental innovation in teaching and learning, the 1975 Curriculum promoted instructional objectives through structured lesson units, while the 1984 Curriculum introduced the concept of Active Student Learning (CBSA) as a core teaching method. This study concludes that a historical understanding of curriculum evolution is crucial for designing future curriculum that are contextual, adaptive, and responsive to the challenges of modern education.
Telaah Kurikulum Sekolah Tahun 2006 Hingga Kurikulum Merdeka Sebuah Perspektif Pandangan Kurikulum Dari Masa Ke Masa Asep Awaludin; Fina Febriyanti; Trisiani Trisiani; Angela Astrid S.C.A; Elli Erlinawati; Umi Baroroh; Ida Karima; Ngasbun Egar
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 5 No. 2 (2025): Juni : Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v5i2.5995

Abstract

The development of the education curriculum in Indonesia from 2006 to the emergence of the Merdeka Curriculum reflects the dynamics of change in the education system that adapts to the demands of the times. This article invites us to analyse the curriculum paradigm shift, starting from the 2006 Education Unit Level Curriculum (KTSP), then the 2013 Curriculum, to finally the Merdeka Curriculum. This analysis is carried out by considering philosophical, pedagogical, and social perspectives. Using a qualitative approach and literature study, this research succeeded in identifying the main characteristics of each curriculum, as well as the driving factors behind it and its implications for learning practices. The results of the study show that curriculum changes are not only influenced by advances in science and technology, but also by the need for education that is more flexible, learner-centred, and relevant to global challenges. The Merdeka Curriculum, as a refinement effort, emphasises the importance of differentiated learning, providing autonomy to teachers, and strengthening holistic competencies. This article offers insights into the evolution of curriculum policy in Indonesia and provides recommendations for further development in the context of national education development.
Co-Authors Akhmad Zaeni Andria Sari Angela Astrid S.C.A Anika Yulistyarini Ari Suci Pratiwi Ariyah Arry Widyanti Asep Awaludin Asih Umi Kholifah Dewi Setianingsih Dyah Nugrahani Elli Erlinawati Era Dhika Safitri Faiza Hawa Fatkhur Sugiatmoko Fina Febriyanti Fitri Yulianti Fitri Yulianti Fitriyati Dyah Permatasari Ghufron Abdullah Harjito - Ibnu Kholiq Masruri Ida Karima Ita Rusita Khoirul Umam Kisnadi Kisnadi Lasdi lasdi Listiyorini Listyaning Sumardiyani M Maya Mekarsari Mei Riskawati Memik Nor Fadilah Muhammad Khoirurriza Munirotun Munirotun Nabela Ramadea Nazla Maharani Umaya Ngurah Ayu Nyoman M Niken Ayu Nurkolis Nurkolis, Nurkolis Peni Marginingsih Puji Mulyani Rahmawati Sukmaningrum Reza Intan Pandini Rika Noor Laila Rudy Widyanarko Scripzyan Meifany Ariyadi Norma Kartono Siti Musarokah Subur L Wardoyo Sundari, Sri Supriyono Purwosaputro Sutomo, Agus Theresia Cicik Shopia Titik Sulistyowati Trisiani Trisiani Umi Baroroh Umi Royani Vina Okta Viana Waryanto Wiwik Widayati Yovitha Juliejantiningsih